Items where Division is "Nottingham Institute of Education" and Year is 2022

A

AJAPS, S. and MBAH, M.F., 2022. Towards a critical pedagogy of place for environmental conservation. Environmental Education Research. ISSN 1350-4622

B

BARTHOLOMEW, J., 2022. How do students, lecturers and managers in higher education understand 'student engagement' and factors impacting undergraduate students' motivation and autonomy? EdD, Nottingham Trent University.

D

DAVIES, S., 2022. Managing curriculum change. In: A. HARDY, ed., Debates in design and technology education. Debates in Subject Teaching . London: Routledge. ISBN 9780367763718

DAVIES, S., 2022. One teacher's experience of the need to teach outside their specialist material area. In: D. GILL, J. TUFF, T. KENNEDY, S. PENDERGAST and S. JAMIL, eds., PATT 39. PATT on the edge: technology, innovation and education. St. John’s, Newfoundland and Labrador, Canada June 21st-24th, 2022. Newfoundland: Faculty of Education, Memorial University of Newfoundland, 58 - 66. ISBN 978-0-88901-505-0

DAVIES, S., 2022. What are design and technology teachers doing in response to a subject change? EdD, University of Nottingham.

DYMOKE, S., 2022. Finding poetry in the State Library Victoria. Writing in Education (88). ISSN 1361-8539

DYMOKE, S., 2022. Paul Hamlyn external evaluation for First Story: final report. Nottingham: Nottingham Trent University.

DYMOKE, S., 2022. Tapioca [poem]. English in Education. ISSN 0425-0494 (Forthcoming)

DYMOKE, S. and NAKAI, Y., 2022. Tinkering with words, playing with language: how do you stimulate the drafting, the sharing, the assessment of poetry? UNSPECIFIED. (Forthcoming)

F

FITZSIMONS, R., 2022. Exploring the creation of a digital resource to support the learning of undergraduate students of L2 French and L3 Spanish. EdD, Nottingham Trent University.

G

GEAR, R., 2022. Teaching for mastery and textbook tensions. Mathematics Teaching (280), pp. 25-26. ISSN 0025-5785

GEAR, R., 2022. A curriculum masterclass: inspired by lessons we have learned from mathematics. Impact (14), pp. 59-61. ISSN 2514-6955

H

HARDY, A., 2022. Debates in design and technology education. 2nd ed. Debates in Subject Teaching . Abingdon: Routledge. ISBN 9780367763732

HARDY, A., 2022. Endpiece. In: A. HARDY, ed., Debates in design and technology education. Debates in subject teaching . London: Routledge, pp. 252-254. ISBN 9780367763718

HARDY, A., 2022. Race in D&T. D&T Practice, 2022 (2).

HARDY, A., DUNN, A.K. and MORALES-VERDEJO, J., 2022. How do D&T teachers value design and technology education? In: D. GILL, J. TUFF, T. KENNEDY, S. PENDERGAST and S. JAMIL, eds., PATT 39: PATT on the Edge: Technology, Innovation and Education, St. John’s, Newfoundland and Labrador, Canada 21-24 June 2022. Proceedings. Newfoundland: Faculty of Education, Memorial University of Newfoundland, pp. 38-48. ISBN 9780889015050

K

KAUR, K.C., 2022. Implementation of problem-based learning in the senior secondary Liberal Studies curriculum in Hong Kong. EdD, Nottingham Trent University.

KUSHNIR, I., 2022. Referentiality mechanisms in EU education policy-making: the case of the European Education Area. European Journal of Education. ISSN 0141-8211

KUSHNIR, I., 2022. Tracing ‘symbolic’ policy ideas about an integrative curriculum in the Bologna Process post-2020 international agenda. In: E. SENGUPTA and P. BLESSINGER, eds., Integrative curricula – a multi-dimensional approach to pedagogy. Emerald Publishing. (Forthcoming)

KUSHNIR, I. and BROOKS, R., 2022. UK membership(s) in the European Higher Education Area post-2020: a ‘Europeanisation’ agenda. European Educational Research Journal, p. 147490412210830. ISSN 1474-9041

M

MBAH, M. and FONCHINGONG, C.C., 2022. Forging a university-aided indigenous community education. In: S. FONGWA, T.M. LUESCHER, N. MTAWA and J. MATAGA, eds., Universities, society and development: African perspectives of university community engagement in secondary cities. Stellenbosch, South Africa: Sun Press, pp. 81-96. ISBN 9781991201843 (Forthcoming)

MBAH, M.F., AJAPS, S., TURNER JOHNSON, A. and YAFFA, S., 2022. Envisioning the Indigenised university for sustainable development. International Journal of Sustainability in Higher Education. ISSN 1467-6370

MBAH, M.F. and EAST, L.A., 2022. How can "community voices" from qualitative research illuminate our understanding of the implementation of the SDGs? A scoping review. Sustainability, 14 (4): 2136.

MBAH, M.F., SHINGRUF, A. and MOLTHAN-HILL, P., 2022. Policies and practices of climate change education in South Asia: towards a support framework for an impactful climate change adaptation. npj Climate Action, 1: 28. ISSN 2731-9814

MCLAIN, M. and HARDY, A., 2022. Emerging findings on D&T educational research. D&T Practice (1), p. 25.

MCLAIN, M., SCHILLACI-ROWLAND, D., STABLES, K., HARDY, A. and RYAN, T., 2022. Researching design and technology education: educators views and experience. In: G. DAVID, T. JIM, K. THOMAS, P. SHAWN and J. SANA, eds., PATT 39: PATT on the Edge: Technology, Innovation and Education, St. John’s, Newfoundland and Labrador, Canada 21-24 June 2022. Proceedings. Newfoundland: Faculty of Education, Memorial University of Newfoundland, pp. 205-212. ISBN 9780889015050

P

PRAJAPAT, B., SINCLAIR, R. and HARDY, A., 2022. How do we do race in design and technology? In: A. HARDY, ed., Debates in design and technology education. 2nd ed. Debates in Subject Teaching . Abingdon: Routledge. ISBN 9780367763732

Q

QUICKFALL, A., WOOD, P. and CLARKE, E., 2022. The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts. London Review of Education, 20 (1). ISSN 1474-8460

R

ROLPH, C., 2022. Schools in England are facing bankruptcy – here’s what the government could do to help. The Conversation. ISSN 2044-5032

ROLPH, C., 2022. What the autumn statement means for financially struggling schools. The Conversation. ISSN 2044-5032

ROLPH, C., 2022. The cost of living crisis will hit schools hard. The Conversation. ISSN 2044-5032

T

TARAH, A. and SOOD, K., 2022. Participatory action research: challenges and opportunities of undertaking indigenous approach in examining school leadership in a conflict-affected zone. In: M.F. MBAH, W. LEAL FILHO and S. AJAPS, eds., Indigenous methodologies, research and practices for sustainable development. World sustainability series . Cham: Springer, pp. 413-428. ISBN 9783031123252

V

VARE, P., OBERHOLZER, L., SHAMIM AHMAD, M., DURHAM, H., JAMES, J., LEE, H., LINSE, C., LOFTHOUSE, R., MCGRATH, S., MEEHAN, U., OVENDEN-HOPE, T., PRICE, L., ROLPH, C., SAMPSON CHAPPELL, L., SEYMOUR, M., SMITH, R., STURROCK, S. and WATSON, K., 2022. Golden thread or gilded cage? An analysis of Department for Education support for the continuing professional development of teachers. Universities Council for the Education of Teachers (UCET).

W

WAKEFIELD, D. and HARDY, A., 2022. Government policies and design and technology education. In: A. HARDY, ed., Debates in design and technology education. 2nd ed. Debates in Subject Teaching . Abingdon: Routledge. ISBN 9780367763732

WOODFORD, M. and WAKE, G., 2022. Designing lessons for dialogic learning. Mathematics Teaching (285). ISSN 0025-5785 (Forthcoming)